Within a week of fertilization, a zebrafish larva has developed a robust behavioral repertoire that includes the ability to learn about noncontingent stimuli. I begin this paper with a brief review of the t1-t2 framework in which groups receive different experiences at the first time point (t1) followed by a common assessment at the second time point (t2) and the strengths of this framework for studying stimulus learning. I then describe assays that have been implemented within the t1-t2 framework to demonstrate stimulus learning in the developing zebrafish. I discuss how these assays have been used to address three fundamental questions about stimulus learning: What are the conditions for stimulus learning? What is the content of stimulus learning? How is stimulus learning reflected in behavior? For each of these three questions, I also identify those issues regarding stimulus learning in the developing zebrafish that warrant further analysis at the behavioral level.